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COLUMBA 1400: HEAD TEACHER LEADERSHIP ACADEMY: DEVELOPING ENTERPRISE CULTURE

CHAPTER FIVE: FINDINGS FROM INTERVIEWS

INTRODUCTION

5.1 This section provides a discussion of the most important and relevant findings from the in-depth face-to-face interviews. As discussed in the research methods section, 30 HTs or DHTs were interviewed through a first stage pre-Columba interview before they participated in the main residential Columba 1400 programme on Skye and through a second stage post-Columba interview. The first interview was normally arranged while they were undertaking the two-day residential in Edinburgh or immediately before the Columba programme on Skye as there was normally a short break between the 2-day residential and the week's residential on Skye. Semi-structured interview guides were used by the interviewer pre and post-Columba and are included in Appendix 3. All the interviews have been transcribed and provide a rich seam of data on aspirations, objectives, attitudes, management and approaches to leadership by HT/DHTs, but obviously, for the purposes of this study, the emphasis of the remainder of this section will be on the impact of Columba 1400 on these areas. We also focus on areas relevant to the Enterprise in Education programme. It is important to stress the diversity and richness of the data source, as respondents were bringing a wide range of different experience from contrasting careers and were from schools with very diverse profile characteristics.

PRE-COLUMBA ATTITUDES AND PRACTICE

Educational leadership and aims and objectives for their Schools and pupils

5.2 The majority of respondents saw themselves as undertaking a mixture of roles as HT/DHT, incorporating educational leadership, but also school management and a small number stressing their continued role as a teacher. This view was not necessarily confined to HTs in primary schools where they may have still combined the HT leadership role with that of a classroom teacher. For example, one secondary DHT, indicated that they had been promoted to a DHT, but still strongly viewed their role as primarily a teacher. Another HT of a large secondary school commented that "I still see myself as a teacher and I do teach, I have a class". Another HT commented that it was " important still to be a teacher". There was little volunteered, at this stage, in the way of direct connection with the potential role of HTs/DHTs in the local community. However, one HT of a small secondary school within a rural environment did comment that "I am an educational leader-I'm more that that though, I'm seen as a community leader".

5.3 The nature of the HT/DHT leadership role with that of enterprise and entrepreneurial activity was explored with respondents and there was evidence of a contrasting range of views. For example, one primary HT agreed that "you have to be creative and enterprising in managing", but another primary HT commented that (I) " don't see myself in that light as an entrepreneur", while others saw no conflict with comparing their role to that of an entrepreneur.

5.4 There was evidence of some resistance, among their staff attitudes, to the introduction of enterprise-related activities and to the value, for example, of having entrepreneurs as role models. This was summed up by one respondent, a primary HT, as "Unfortunately I find teachers' views of some entrepreneurs are quite difficult because they tend to be cut-throat, quite hard, there's a negative image that sometimes goes with them."

5.5 There was more consistency expressed in terms of the desired vision and aims and objectives for their schools, although this did vary with the nature of the intake area for the school, for example, whether the school was located in a deprived area. The majority of respondent HTs/DHTs referred to a desire for every child to achieve their educational potential, to achieve high quality of learning and " excellence", however, those from low-income areas referred to limits such as "high unemployment in the local area" or " by perception of the area the school is in". Another respondent, a DHT from a large secondary school, admitted that they were limited to "aiming for average, --just have pupils come out who are stable and organised." However, even with those that expressed the achievement of full educational potential, there were still some complaints about the imposition of policy on schools. For example, one DHT from a large secondary school commented on the factors affecting the achievement of school objectives, complaining of perceived lack of ownership by practising teachers.

"[There are] probably too many impingements from outside, without full discussion and full resourcing of how they are going to be implemented and that causes resistance,----they [the Scottish Executive] quite often put documents into schools where you quite often wonder where the consultation comes from---if we don't own these things then they become more difficult to implement."

5.6 In addition, a number of HTs/DHTs felt that imposed changes were too frequent, for example, that there were " too many changes, not giving schools enough chance to consolidate" and that there was " change every year and a need to respond every year".

• Overall attitudes to educational leadership and their perceived roles could be described as very varied, reflecting very different school environments which seemed to affect attitudes, despite all HTs/DHTs having extensive experience. There were some conflicts expressed on the nature of enterprise, entrepreneurial activity, creativity and their roles as HT/DHT. There was more consistency on views for aims and objectives for their schools and pupils, but this was tempered by some resentment of the perceived imposition of educational policies.

Attitudes to the effectiveness of management and performance

5.7 The management structures discussed varied from the very simple, for example with a small primary school with one HT; to the complex, for example, with up to 5 or 6 DHTs in the large secondary schools with complementary numbers of PTs. Views on effectiveness of their management structures varied. Post McCrone changes in structure was viewed in part positively (there were greater rewards), but in part negatively. For example, one secondary HT commented that they were " due to lose 20 promoted posts, McCrone removed all the APTs and STs, will not be effective in short-term". Another view was that with McCrone we now have "too many senior managers". A number of HT/DHTs, however, were more guarded, reflecting that with the re-organisation of management structures, this would take time to produce effects. The recent appointments of business manager posts in a number of the larger schools were seen positively and as potentially effective. A number were able to refer to a " team approach" and identified with a management team approach, although this view was not consistent and may have depended upon the size of the school, perhaps being easier to identify with a medium-sized school. For example, a HT from a special school was able to reflect that they had "a good effective team, [where the] responsibility of each member becomes important in a small team."

5.8 School performance indicators that were monitored referred to national quality indicators or " all the quality indicators". However, there were views that these were "not always right" that they were " not a true indicator of how schools were performing" and that they would not accommodate the objectives of Determined to Succeed. In some cases there was reference to the monitoring of very subjective measurements of the 'health of the school'. One DHT from a secondary school in a deprived area referred to monitoring how many pupils get involved in a number of activities, referring to an annual school trip to a major theme park and commented that "it gives you a gut reaction of how the kids are doing".

5.9 Procedures for dealing with discipline issues were discussed. The importance of behavioural issues varied between the schools, but generally procedures were well established, if of a hierarchical nature. For example, one HT referred to an "agreed behaviour policy and a partnership contract with parents".

• Overall management structures were seen as being effective for achieving school aims and objectives, but this did vary, dependent on the school, and there was perhaps surprisingly little identification with a management team leadership approach. They were also perceived as effective for achieving standard quality measures, although the limitations of such measures were recognised. The effects of changes introduced post- McCrone had still to be absorbed, but the introduction of business managers was viewed positively.

Attitudes to staff and perceived key issues in managing staff

5.10 The perception of HTs/DHTs on who was their key staff varied a little. For some, all staff was regarded as key staff. For example one HT commented, "key staff are all the staff no matter what level". However, there were also views that there was a number of identifiable key staff. For example, another HT commented, " a number of groups of key staff and PTs are important".

5.11 Obtaining key staff with the right skills was generally not seen to be a problem, but a number stated that this was becoming more difficult. For example, a secondary school DHT commented that it was "becoming increasingly difficult (to attract the right staff) especially at the classroom teacher, so it is a growing problem (and) McCrone has reduced the possibility of moving to get promotion".

5.12 Respondent views on the important factors affecting the motivation of their staff were focused on the internal environment and pay and conditions, rather than connected to their own performance or leadership qualities. For example, one secondary school DHT commented that "motivation is an issue following McCrone (as) some staff are getting less money (and) money is a main issue." However, another HT commented that "they need to be happy at their work, then they will be committed, motivation of staff is that they see what they are doing makes a difference, plus positive feedback". Similarly the objectives of staff were perceived to be connected with the nature of their work environment and pay and conditions. For example, one HT commented that staff objectives were to "to work in an environment where they feel that they are valued". However, others felt that financial reward provided the main objective. A number of HTs/DHTs did relate motivation and objectives to pupil achievement. For example, one primary HT commented that objectives of their staff were "to facilitate personal development of the pupils."

5.13 In the related area of reward and career structure, there were some views again that post- McCrone the pay and rewards structure had created some anomalies, one DHT referred to " an absolute mess now because of the implementation of McCrone", but perhaps disappointingly in terms of motivation, one primary HT commented that "pay and career as main motivation for 75-80% of staff and some are going through the motions, whereas teachers should be motivated by giving their best".

5.14 Despite some complaints about some recent changes in pay and career structures for staff, the majority welcomed additional opportunities for CPD for themselves and their staff which were seen in some cases to have very positive benefits. In discussing increased opportunities to attend conferences one secondary HT commented that "we are always pushing private courses at them, had 7 staff gone off to major conferences and payoff has been amazing".

5.15 Discussion of the management of staff, including the resolution of disputes, reflected the predominance of management techniques that were direct and interventionist. As one primary HT commented with reference to the forthcoming Columba programme, on dealing with the staff:

"Usually they come to me, not directly, and that is an issue I would like to try and address, we have changed to put more thought into it as a management team ----I used to react and go and deal with it straight away but now we take a great deal of thought as a management team, we always discuss what the issue is".

• Overall, before the Columba 1400 residential programme, attitudes to managing staff could be summarised as largely interventionist with a surprising importance given to pay and rewards for the motivation of their staff, although the vocational nature of teaching and the identification with the school and its role in the local community was recognised. Certain aspects of recent changes had been welcomed, particularly the increased opportunity for CPD.

Perceived views on factors affecting pupils' educational achievements and factors influencing their environment

5.16 It was clear from the first stage interviews that HT/DHTs held views on factors influencing pupils' educational achievements that were as likely to emphasise pupils' backgrounds and the external environment as much as they were the school environment. For example, one primary HT commented " the biggest factor is the home and the early formative years for the child". Another HT from a primary school was of the view that "teachers only control about 12% of educational development". The nature of the home environment was stressed particularly by HT or DHTs from schools in deprived areas. For example, one DHT from a large secondary school in a deprived inner-city area commented that the biggest factor affecting pupils' educational achievements was the "level of disaffection and social deprivation-(we have) large numbers of children who come from backgrounds where education isn't perceived as being important". However, this can be contrasted with a primary HT from a deprived locality who commented, "teachers have the greatest amount of influence on educational achievements".

15.17 The influence of parents was viewed as very mixed with some both positive and more negative effects. Again HT/DHTs from schools in deprived areas mentioned low expectations of parents, for example a primary HT with an intake from a deprived inner-city locality commented that "parents do not have high expectations" and that in some cases pupils had to take on carer roles: "some children take on the role of carers for parents and/or siblings, so in some ways it is not the traditional parental role that you would expect." Parents could also choose different schools which may affect the extent of competition that the school faced, this seemed to be a factor for most, but even in deprived areas, a school may gain, as well as lose, pupils through parental choice and one DHT from such a school commented that "we compare favourably-allowing for deprivation we are doing reasonably well-we do face competition-lose and attract children".

5.18 There were similarly mixed views of the influence of their peers and society, some thought that the influence was strong but able to resist, although a gender difference was apparent with a greater influence seen on boys than girls. For example, one DHT from a large urban secondary school commented that " they stand up well enough but are under a lot of pressure, more is expected of them all the time, a problem of under achievement with boys, a problem with being seen to study" another commented that " some are affected quite badly, but it is very variable and it can also depend on their home environment as well".

5.19 The physical quality of learning environments were generally described in positive terms, with some having "excellent" environments indicating investment in refurbishment and in resources and equipment such as IT. In some cases there had been positive programmes of refurbishment. One Glasgow school respondent commented, " quality is super, all secondary schools in Glasgow refurbished and that IT provision was used all the time".

• In summary, this section has shown that programme members pre Columba 1400, perceived external factors on pupils' learning were important in their educational achievements. However, the extent to which they felt that they could mitigate and overcome these varied and this was not necessarily due to the nature of deprivation or affluence of the local catchment area. Internal physical environments at schools were largely positive and secure with large investments in refurbishments and IT equipment.

Attitudes to Enterprise in Education

5.20 In this section we can provide greater depth of information, compared to the survey findings reported in section 4, on attitudes to DtS and previous experience of enterprise in education. This previous section has shown, from the survey, that there was overall strong support for the E in E programme, albeit, so long as it was supported through resources and time for staff training. There was also evidence that some had previous experience, with evidence of good practice and achievement in enterprise-related activities of their pupils. For example, one programme member's school had been previous winners of the prestigious Skene Awards, a national competition in Scotland for enterprise projects in the schools. The interviews provided an opportunity to give more information on some of the practices in schools and experience with enterprise projects. An interesting example of the benefits of enterprise projects was provided by a HT from a special school, a sector where enterprise was considered to be "very important". It was considered that "their kids experience the whole idea of enterprise and that every class has an enterprise project". More detail was given on the benefits of one of these projects as an example.

"Some of our kids with severe and profound difficulties developed their own company recently and got a company to print T-shirts for teddy bears and people could choose their own pattern and they would pay so much for this T-shirt appearing on this, you know, for a whole range and they made a reasonable amount of money out of it but the whole process of contacting a company, going to see the product and the company with them designed the product. So there's a whole range of these whole aspects of what we would say is enterprise. So those aspects we see as extremely important that these children are exposed to that whole range because, whether you go into that world or not, it's important to your personal development from my point of view and from a holistic point of view of your reaching your potential that you understand what's going on round about you and why things happen and I think that's impossible if the whole kind of concept of enterprise has not been explained as far as we can in regards to the kids".

5.21 A number of others considered as well that the pupils' experience of enterprise needed to be holistic and available throughout the curriculum. For example, one HT expressed a strong desire that "Enterprise in Education will be a way forward, (it) should underpin and also permeate the whole curriculum".

5.22 A number of HTs/DHTs mentioned that they were seeking to build Enterprise into their development plans, although the extent of planned introduction was variable, with some planning to introduce enterprise activities at " all levels", others at different levels. For example, one primary HT commented that they had it in place formally from P5 to P7 but that they " needed to roll it out further down the school". There was perhaps more scope within the curriculum to do this at primary rather than secondary schools and there was recognition that, at secondary level, there was a need to build on some of the good initiatives and practices at primary. For example, a DHT at a secondary school commented that "we need to look at a more cohesive school strategy, and I would like to see all departments looking at ways they can be more enterprising. In junior years more departments coming together to work on particular topics, continuity of good work done in primary schools".

5.23 However, as indicated, establishing a firm and full foundation for developing the full aspects of the Enterprise in Education programme was limited in most schools. For example, links with local businesses that may provide the foundation for vocational learning and work experience were largely underdeveloped, although a small number did indicate that they had " links with numerous local businesses". Others were prepared to admit, " it was one of theweaknesses". In terms of taking action to meet the objectives of E in E, many mentioned time and the availability of resources and there was also reference to pressure to complete CPD. For example, one primary HT mentioned that " time and pressure, in the last couple of years, the lack of time to do CPD has been really limiting".

• In summary, this section has shown that participating HTs/DHTs had generally positive views on the introduction of the Enterprise in Education programme, but that experience and the development of innovative enterprise activities was limited, although with some examples of very successful and beneficial projects. There were plans for the development of enterprise activities and to embed enterprise into the curriculum, but these were limited by resources and especially time. In addition, there was a lack of a network of links with local businesses, in some cases, that would permit forward planning for objectives of the E in E programme.

Expectations of the Columba 1400 residential programme

5.24 There was a high degree of uncertainty expressed about the programme, the content, the aims and the likely learning outcomes. A number of HTs/DHTs welcomed the opportunity "at this stage in their career" for a period of reflection and reassessment of their own personal aims and ambitions. In addition many welcomed the opportunity to undertake CPD that was different from any undertaken before. In some cases this was seen as fitting in to their previous training and CPD experience. For example, one primary school HT considered that "as head teachers there is very limited CPD", and referred to opportunities for DHTs, for example through the SQH, but limited opportunities for HTs.

"I've had three of my staff go through the Scottish Qualification for Headship and I'm an assessor for the SQH and I just think it is a very good programme for deputes in training and I just wish there was something, I just think they know more than we do. They have had more training and more chance to reflect [in their] professional development than heads. I think when the new leadership college opened up down south I looked at quite a lot of the courses and was really keen on some of them and tried to persuade our CPD coordinator to pilot some of us to go down and do some of the management leadership type courses but that never happened".

5.25 It was noticeable that there was little perceived connection between the Columba 1400 leadership academy and the Enterprise in Education programme at this stage. Most viewed the programme as an opportunity to " help me develop as a leader and as a manager", but considered that it "does not relate to Enterprise in Education", although it was bound to " have impacts on learning." As commented on by one DHT from a large secondary school.

"I didn't perceive Columba 1400 as being enterprise, I'm not in it for the enterprise aspect, and I believe that enterprise and education-- because our political masters are saying it's important that they are pushing it and we in education will be expected to deliver something".

5.26 On the different aspects that might be involved in the programme, there were expectations of benefits from peer interaction and from the sharing of experience, although with enterprise it was thought that this may be limited. For example, one DHT from a secondary school commented that:

"There will be examples of good practice out there which I'm hopeful will be shared amongst many. It may well be however, what's good practice in one school may not translate into good practice in another school, or it may be that if you have a good idea and you get all these other schools replicating it you saturate the market and therefore, it no longer becomes effective for anyone".

5.27 Aspects of mentoring and coaching were also welcomed, and most admitted that they would welcome additional sessions on mentoring and coaching as techniques that they could apply in management and leadership in their schools, although there were some reservations due to uncertainties surrounding the Columba 1400 programme.

5.28 The expected impacts of the programme on learning were related to an individual's ability to reflect and absorb new methods of working, but there were also follow-on impacts expected on education of young people. For example, one HT commented that they expected that " one thing that should come through is the ability to facilitate youngsters' learning and development-it should change how we allow people to learn". There was also some value-added expected where a programme member was part of a management team that had sent HTs or DHTs on previous HTLAs. For example, one DHT from a large secondary school that was in this position commented:

"One of the benefits for me is that I have got one other member of staff who's gone through it and he's already said to me right when you come back, you and I are going to sit down, we're going to do this and we're going to work on certain things. Now that has made quite a difference because he wants to show me his profile and I said, well that's fine, I haven't got time to sit down and let you do my profile with me ----but we'll do that when I come back".

5.29 The impact was expected to be tempered by the need to be seen within a holistic CPD experience, such as reinforcing the value of the SQH, but most were welcoming what was considered to be a rare opportunity to take " a fresh look" at their position.

5.30 There was a lack of clarity about the programme's objectives, which resulted in some confusion over these with participants. For example, this confusion was expressed by one HT as: " I have been a little bit confused about this, because the literature we have received is about the head teacher leadership academy and this interview and through conversations I have had, I hear it is about enterprise". Another admitted that they only knew the objectives because "I pulled out the web page, still vague about what we are doing, I took a bit of a risk to go not knowing what was involved".

• Overall, this section has shown that there was some confusion about the aims of the Columba 1400 programme, something that could be easily addressed by the Columba organisation. Expected impacts were varied, but positive outcomes were expected in terms of reflection on personal goals. There was little connection seen between the programme and DtS and (partly as result of this study) this was adding to some confusion on the aims of Columba 1400.

POST COLUMBA ATTITUDES AND PRACTICE

5.31 The second stage interviews investigated the impact of the full Columba 1400 programme on HT/DHT attitudes and practice within their schools and with the external community. As with previous sections, we report the most relevant findings for this study.

Reported impacts on HT/DHT roles as School leaders and managers

5.32 Table 5.1 summarises some of the reported impacts of the Columba 1400 programme on the approach and attitudes of HTs/DHTs to leadership, management and their relationships with staff, pupils, parents and the external community. The table gives a breakdown for each HTLA. This showed that, although varying slightly with each HTLA, (positive) impacts are reported in each of these areas for a high proportion of HT/DHTs, only a small minority report that there had been no change in the way that they approach their role as HT/DHT in dealings with staff, pupils, parents and the local community. There is less impact on school aims and objectives; the impact is more on personal aims and objectives of the participant HT/DHT.

5.33 A) Leadership. Although the table does give some indication of the breadth of the impact of the Columba 1400 programme, the interviews allow us to report information on the depth of the impact. This varied considerably, in some cases having a profound and fundamental affect on an individual's role as HT/DHT, causing a re-appraisal of methods used; in other cases there was more of reinforcement of attitudes and practices, perhaps raising confidence in their abilities to fulfill their role as HT/DHT. Two examples can be given of this contrast; the first concerns a secondary DHT reporting a fundamental reassessment of their leadership role.

"Definitely. It's changed in that the whole idea of leadership within the school was management, it wasn't leadership at all. I had a fair idea what leadership was but I didn't have a leadership role, I managed things, I was given things to do and I did them and then I might have checked to see that I did it well or something like but the whole idea of leadership not any specific thing from the experience, everything that happened all of the awareness, focus and everything it made me think about, everything that happens".

5.34 The second example, also from a secondary DHT, illustrates reinforcement and the building of confidence.

"I think it has re-enforced my idea about what leadership is. It's not just a matter of doing things; I'm very much an achiever in my role. I'm the "Mr Fix It", the resource junkie type of person. I miss school; people need things they come see first me, then perhaps go see the head teacher, so I've always been big on facilitating things. I think rather than solving people's problems I'm getting them to solve their problems".

5.35 The final sentence from this quote illustrates, probably, what was one the most important impacts of the programme, the impact on abilities to practice individual coaching to solve problems and aid decision-making.

Table 5.1: Summary of reported impacts on DHT/HT Roles as School leaders and managers

*For HTL6 four second stage interviews only were completed due to the closeness of the summer vacation. Six first stage interviews were completed.

5.36 B) Management. With the impacts on management styles and practices a variety of different impacts were reported. However, it was more common that these effects were of the reinforcing kind rather than the more profound and deep effects. For example, one HT from a primary school commented, "I think it's probably affirmed all the things that I was trying to do anyway and given me some other ideas".

5.37 C) Relationships with pupils and parents. Table 5.1 showed that there were limited impacts, for most HT/DHTs, on relationships with pupils and parents, most considered that relationships were good or "warm", although some HTs/DHTs reported looking at introducing changes in the future.

5.38 D) Personal aims and motivation. Although most reported some impact, this was, for most, a case of increasing their personal confidence in their own abilities. However, there were some where larger and deeper impacts were reported, for example, one secondary DHT reported that the change had been sufficient to confirm their resolution to become a HT and the leadership role that it involves.

"Yes they've changed hugely, I've always thought of myself as… I wasn't sure about being a head -- The whole idea of leadership, if the work is done by other people and I sort of lead it then that is more like me and I got the impression having finished the session in Columba 1400 I can actually do the job up until then I thought nah that's not me I couldn't be a head teacher."

5.39 It is worth noting that those that were undertaking SQH, were able to place their personal aims in the light of that programme. This was indicated by one respondent that it was the SQH rather than Columba 1400 that was causing the personal reflection on aims and objectives.

"Well sometimes it is quite difficult on that one because I am also doing SQH and in a way that's causing me to reflect. It has caused a lot of reflection taking place as a result of that".

5.40 E) Aims and objectives for the school. Here there was limited impact, most emphasised that their aims were unaffected but as in other areas of impact, reinforced by the programme.

5.41 F) Relationships with external bodies. Although there were some impacts on approximately 50% of those interviewed, this area was generally considered to be more long term, but there was some evidence that greater thought was being given to how their schools could engage with external bodies such as local businesses, for example, that they saw "more possibilities of engaging".

• Overall this section has shown that there were diverse impacts of the Columba 1400 in the way that HTs and DHTs perceived their roles as leaders, managers and in their personal aims and objectives, in some cases, causing deep, fundamental reflection and re-appraisal in their role as HT/DHT. There were smaller and more superficial effects on personal aims and with the development of links with the local community and businesses.

Changes in attitudes and behaviour

5.42 Areas A) to F), listed in Table 5.1, were investigated further in the interviews by discussing whether actual changes had been introduced within the participant HT/DHTs' schools. The main changes either implemented or planned were in the areas identified in Table 5.1, where Columba had the most effect; that is, in leadership, management and personal aims and objectives. It is possible to identify the following changes in behaviour and attitudes in these areas.

5.43 1) Greater willingness to listen and consult staff. This was identified under the leadership role, for example one secondary DHT commented that " I'm very aware of talking less at them and listening more and just backing off, I don't mean relaxing just standing back a little more." A primary HT commented " we have to embrace the new ideas in education and we have to really meet the needs of the kids much more than we are just now---the way in which I'm doing it as described is consultation in a different way, a more meaningful way."

5.44 2) Using the coaching skills. A number had embraced the non-directive coaching skills, something that we have identified earlier, and were beginning to put them directly into practice. This included an association with being able to empower staff to take responsibility and decisions. It was also translated into wider aspects of being able to change culture, as identified by one primary HT.

"It's certainly, it's made me think about the coaching aspect of things, I've been fortunate to be --- the Head Teachers representative for a coaching initiative brought in as a pilot by (the) Council --I felt that my Columba 1400 experience, embarking on that coaching actually helped with that. The idea is to actually change the culture"

Another HT from a special school commented that it (the coaching) "enabled me to adopt strategies that empower staff to take responsibility, changing the way I support staff rather than giving them an immediate solution". Finally, we can illustrate the adaptation of the coaching technique with pupils as well. This was described by a secondary DHT when dealing with a pupil.

"I had a student in my class the other day -- and I sat and talked to him and basically he told me--- rather me telling him he was rubbish, or that he had a bad lesson---he told me things that were bad and he told me the things that were good which is something I would never have done before".

5.45 3) Being more confident and affirmative. As shown by Table 5.1, this was an important result for some of the participants. Evidence of increased confidence was discussed by a number after Columba, but in addition there was also increased assertiveness. This was described in practice by one secondary DHT as follows.

"Since Columba. I have become probably more assertive. I have also taken decisions to collapse meetings at the moment because we are short staffed on the basis that I said to one of the team, 'look you don't need a meeting to solve this problem, do an e-mail to me, see what you come up with that.'

5.46 1) Greater use of delegation. This skill may be difficult to acquire by HTs and DHTs used to having control and taking most of the responsibility for decision-making, but it is an important recognised skill in leadership. It was identified and described by a number of respondents. It was not necessarily limited to staff. For example, a HT from a special school commented that they were planning to get parents to take more responsibility "One thing I will be doing is trying to look at ways for parents to take on more responsibilities within the running of the, you know, the sort of school as a whole".

5.47 2 ) Improvements in communication. There was some evidence that greater importance was attached to communication. Obviously, introducing changes in the nature of leadership and management requires good and transparent communication to staff, but also, arguably, to pupils and parents and to the local community. This was described by one primary HT from a rural school. "certainly in communicating with the staff and taking forward attitudes to learning and teaching that's certainly something I've began to look into and plan to develop". A HT from a large secondary school was able to comment on the increased emphasis given to communication with pupils and parents and the role that Columba had made.

"So, what I was able to do when I came back from Leadership Academy was to look again at a policy, which was almost finished and rewrite certain aspects of that along with the business manager to make it more inclusive and I'm now happy with it I'm happier that within our communications policy there is a set of principles there that if everyone sticks to them it will help communication an awful lot more and that obviously means communication between school and pupils, school and home and vice versa---but I think if hadn't been to Skye it would have just gone out as it had been so a lot of subtle changes that I'm happier myself that it should facilitate communication better with pupils and parents".

5.48 3) Awareness of external relationships. Although this was not identified specifically by respondents, a number did mention that they would be seeking to develop closer links with local businesses and the community. However, a number mentioned the limitation of time and resources, while at the same time recognising the importance. For example, a secondary DHT commented that

"Just the time and effort of actually doing it (networking) because I hope that will be an asset of enterprise."

• In summary, this section has provided examples of changes in practice and the use of skills and management competencies developed in the Columba programme. These included non-directive coaching, delegation of responsibilities and a greater confidence and awareness of the HT/DHTs' leadership role and style.

Barriers to achieving change

5.49 Barriers to achieving change in the areas of A to F, listed in Table 5.1, were also investigated. The nature of the impacts of the Columba programme was subjective, as we have seen, focusing on a reflection of an individual's values. Therefore, in making change happen, in achieving change in relation to areas A to F, barriers were not easily identifiable since we are focusing on attitudes, beliefs and approaches to leadership. Therefore, as commented by one secondary HT, they were " non quantifiable". Instead comments tended to focus on the nature of the Columba experience. The same secondary HT described this approach in more detail.

"I don't think it can be quantified. It's got to do with emotions, feelings and attitudes more than measurable outcomes. I would think at the end - you will be unable to put a measure on the effect that week had on me. I think the whole Columba experience will probably be a defining moment in my leadership of this school".

5.50 Where barriers were identified, they tended to focus more on attitudes of their staff in their schools (to change) rather than specifically on time or resources. Although a small number of HTs/DHTs did specifically refer to time pressures (from other aspects, particularly if they had other duties such as classroom teaching) and to "too many initiatives from the Scottish Executive", these were not the widespread views that had been apparent and identified from the questionnaire survey. Staff facing change is likely to be uncomfortable, since it produces uncertainty as well as additional pressures to adapt. This was identified by some HTs/DHTs as being the most important barrier. This was expressed by one secondary DHT when discussing area B, achieving change in management.

"Because it is a perception of change and the fear of change and the need to revert to comfort zones and the need to revert to where many were happy in habits. I would have said that was the main barrier. We don't find in this school the barrier of exam results etc etc, or at least the senior management don't. We are aware our staff do, but we try to discourage that".

5.51 A further secondary DHT also commented on the " comfort zone" that may exist as a barrier when trying to implement change and new methods of management, however, others reported no barriers or that " it lay in their hands", recognising that they had the responsibility for implementing change and overcoming barriers. This was also the case when it came to personal objectives; the programme had focused attitudes to increase determination to achieve personal goals. For example, it had given greater resolution to one DHT to achieve the SQH.

"Yes, well the first one is the SQH thing I've got to pass it and the barrier there is just getting the enthusiasm to actually put pen to paper and finish the thing, so that is a barrier which I'll overcome."

5.52 There was little reference to barriers that might exist in developing links with the local community and with local businesses, possibly reflecting views that there was little that HTs and DHTs could do to affect this and time pressures were identified, as well as the lack of effective means of communication with the local and business communities.

• Overall, this section has shown that the Columba programme had created a greater resolution to overcome barriers, a greater individual focus for participating HT/DHTs on their leadership and management approaches and practices. In principle, this should provide a mechanism and a channel for achieving some of the changes that are envisaged under DtS. We understand that the Executive is devoting significant resources to assist local authorities and their schools to develop strong links with the business community. Attitudes to DtS are developed in more detail in the next section.

Attitudes to Enterprise in Education

5.53 There was some dichotomy of respondents' views on whether there was a direct and strong link between the learning outcomes from the Columba 1400 programme and the aims of DtS. This can be evidenced from two separate views representing this dichotomy. One secondary HT considered that there was little connection with E in E, but at the same time indicates the powerful impact of the programme.

"I don't think so, no. Again I haven't really had a lot of time to focus on that in particular. It hasn't been all that long. I suppose I have been a bit selfish I have been concentrating on the personal aspects of the whole thing, which I can't underestimate the effect it has. It was a tremendously powerful week".

5.54 In contrast another view was provided by a secondary DHT

"I think it has clarified for me, Columba, what enterprise is all about. It is the statement that ----, the one about eliciting the best from people--, and I think that is what enterprise is all about. I think we have not got it quite right, I think I have an enterprise teacher here who works with the Education for Work and it is still in that wee category. I am uncomfortable with that because it shouldn't be, it should be everywhere".

5.55 In planning changes connected to DtS, the main focus was on making the curriculum more flexible, it was recognised that this was more difficult to achieve with secondary than primary schools. One secondary HT commented that, "we need to generate space in the curriculum, to allow us to do justice to this" and another secondary HT commented that " one of the things we are definitely doing next year is changing the curriculum for the seniors and giving them more life-skills, to give them more self-confidence and more self-esteem to let them develop".

5.56 When pressed on the nature of constraints for achieving the objectives of E in E, the majority still identified with " the crowded curriculum" especially in secondary schools, although there was recognition that there was " a need to be creative". Resources were not specifically seen as an issue since it was recognised that the E in E was a "well-resourced programme". Acquiring skilled and appropriate staff was not important for the majority of respondents, although one considered that it should be " part of teacher training". It general, however, HTs/DHTs recognised that considerable resources were being devoted to the E in E programme as well as additional training of staff and additional support officers such as the Enterprise in Education Development Officers and Enterprise in Education Support Officers.

• Overall this section has shown some differences in the perceived connection by respondents on the Columba HTLA and DtS. It may be that over time that this connection will become more apparent, but the immediate and direct impacts of the HTLA are focused on individual HT and DHT reappraisal of their management and leadership styles and practices and with quite powerful impacts on individual reassessment of personal goals.

Impacts of different elements of the Columba programme

5.57 This section provides evidence on the impact of different elements of the full Columba 1400 programme including: the psychometric profiling, the 2-day residential and elements of the full week's residential at the Columba Centre at Staffin on Syke.

5.58 The computer-generated psychometric profile and associated interview had, at best, a variable impact on respondents. Some felt that it did describe them as individuals accurately, that they could reflect on the information it provided on them, others did not and such HTs/DHTs did not see the integration of this element of the programme. There were some very positive comments, for example, one secondary HT commented on the profile: "I found it fascinating. I found it interesting to show it to a colleague in the senior management team who has been here for ten years and probably knows me the best".

5.59 However, the majority view was that they would have welcomed more opportunity to explore this further, for example, one primary HT commented that " In terms of the feedback we got, I think everyone went away there when they got their profile out of Columba 1400 and thought, right, I am going to look at this profile in more detail. We didn't, ----I would have liked to explore that further, where as that opportunity wasn't given". In addition there was a majority view that the time taken out was not justified as it "could all be done electronically, it's all done online". However, there was evidence that this profile was explored in more detail with later HTLA cohorts, indicating that the Columba programme team had incorporated some feedback and flexibility into the programme. For example, one primary HT from a later HTLA commented that "It was useful having [trainer] talk through the psychometric, which was good", but still thought more time could have spent on it on a one-to-one basis, rather than as a group. "I think it might have been quite useful--to give you all, even just a brief one to one on your psychometric".

5.60 The two-day residential session, held in Edinburgh, proved to be " very valuable" for all the participants. As described in the observation findings, the session utilised a sports' coaching technique. A number of the participating HTs/DHts expressed surprise at the power of this technique. For example, one secondary HT commented, "I found the tennis was the most incredible valuable experience--- I have tried very hard to implement it, but colleagues could not understand what I was trying to do." A primary HT commented that the "coaching sessions were extremely useful because it gave you the opportunity to practice doing something before in a way you hadn't even thought of before."

5.61 The coaching technique provided the basis for intensive sessions during the weeklong residential on Skye. This further developed the technique of coaching in trios. Although this was judged to be an extremely valuable and powerful experience, almost emotional in intensity, it was also tiring and 'draining', leaving some exhausted at the intensity of the training and use of the technique. This technique was described by one secondary HT: " To actually sit down and think hard about something that was important and have the chance to, kind of, dig down deep inside to bring out the possible solutions to things". Another secondary HT commented that " These were very intensive and they made me think hard about my management style". A secondary DHT commented, "Individual coaching sessions are amazingly powerful." A further DHT described the coaching sessions as " fantastic, really good, I got a huge amount out of it -- just to sit there and say nothing was really difficult--but very worthwhile."

5.62 In addition some HTs/DHTs were able to comment on how they had been able to apply such coaching techniques. For example, a secondary HT gave the following detailed example.

"Well I think I was talking to you about the situation I had this morning. The way that I handled that would be completely different to what I would have done before in the sense that I would be trying to say things to support the woman and give advice whereas I just sat back and asked the questions that enabled her to talk the thing through for herself ultimately to feel better as a consequence and go away thinking about how she might further develop the huge creativity she has at the moment".

5.63 The Columba 1400 programme included some inter-active seminar sessions involving presentations and facilitation of discussion by the Columba trainers. Comments on these sessions were also overwhelmingly positive. For example, comments included that they made programme members think about the way that they solved problems at their schools. Another comment from a secondary DHT included that they " were really excellent, first class, things come out of the blue you wouldn't normally have thought of". Other comments included that they " were all very good" and they "got better as the week went on". The professional context of these interactive seminar sessions was also thought to be appropriate and there were examples provided of where HTs/DHTs could put principles into practice. For example, a secondary HT was able to comment that the " interactive seminars were very good, it was really about making me more aware of your own values, being able to be aware of the culture within your organisation". Another secondary HT commented that the sessions involved " up-to-date theory and then discussion and debate in the context of education".

5.64 The Columba 1400 programme also encompassed sessions on personal reflection, meditation and group evening discussion sessions. Of these sessions, respondents welcomed discussion sessions " uncomfortable" with " uneasy silences" and that people were "uncomfortable with the silences", since there were times when participants were expected to contribute at 'coracle' sessions the time for personal reflection and meditation, but in some cases found the evening, although the nature of these sessions were changed as each HTLA progressed.

5.65 A further dynamic aspect of each HTLA was the additional learning that occurred from the peer group interaction. This occurred from the sharing of experience from HTs/DHTs just being brought together in a new environment. The value of this shared experience obviously varied, dependent on the mix of experience brought to each HTLA by programme members. It was also something that could not be controlled by the Columba trainers, but nevertheless the majority of respondents testified to the importance of it. One secondary HT reflected, "I think the group dynamic was really important to the success of the week." This same HT also indicated that the participation was not voluntary and that the peer group dynamic might be less positive if the composition of the HTLA was different and more negative. "I didn't volunteer to go, I was asked to go, and I am not sure that if you got more cynical people the experience would not be so good". Another secondary HT commented that:

"One of the things we said was most of us were self-selecting, most of us saw and thought I'd like to go and do this so in a way, we were willing participants and what I would think would be very difficult would be is, if the course was running where half were willing participants and the other half were sceptics".

5.66 This is something that would be difficult to legislate for and the programme may not be suitable for all HTs and DHTs. However, when asked if all HTs would benefit from the programme, the majority of respondents thought that they would, although some mentioned that they thought HTs would need to have " an open mind" and also that they " knew some HTs that it would not benefit", indicating that, overall, preparation and selection of participants could be important to the success of the individual HTLAs and of course would affect the individual dynamic of each HTLA.

5.67 Suggestions of changes to the programme were confined to either dropping or clarifying the role of the individual psychometric profile in the programme and the nature of the coracle sessions. There were also suggestions of a greater link to Enterprise in Education, for example, one primary HT, commented that "I didn't see actually in the week's programme a definitive slot where it was looking at entrepreneurship very specifically. During the time we were there, almost by default, I did a wee session showing them what kids in our school had done in terms of enterprise and that went down a bomb". This is not to suggest that there should be such specific changes to the programme but the link with DtS, as discussed before, could be made more explicit.

• In summary, this section has shown that, of the individual elements of the programme, the most important sessions, and the most valuable for participants, were the intensive coaching sessions, the opportunity for personal reflection and the inter-active group sessions. Less valued were the psychometric profiling and the large group 'coracle' sessions. Also very valuable, but intangible, was the learning from the peer group interaction and sharing of experience which would vary with each HTLA. It was clear though, that the Columba 1400 team adopted a flexible and responsive approach to delivering the programme and constantly sought to improve delivery in order to maximise the experience for participants.

Value in comparison to other CPD for Teachers and HTs

5.68 There was almost complete agreement that the Columba programme was unique and it was commonly described as very valuable. One primary HT's comments are typical by indicating that it was " unique, absolutely unique and it is very valuable". In comparison to other, alternative CPD, undertaken by programme members, the focus on leadership compared to management was emphasised and a number of respondents commented on how the learning experience was very different from anything that they had encountered before. To illustrate, a secondary HT commented on the programme compared to previous CPD experience and training as follows.

"It bears no resemblance whatsoever. Most of the courses I have been on have been loaded with instruction telling you what you should be doing, very little opportunity for meaningful discussion and self reflection of that".

5.69 In addition, many of the respondents commented that it was either the best in-service training programme and learning experience or one of the best. Comments were also made on the difference from any previous experience and the dramatic nature of the location of the Columba 1400 centre on Skye, which was viewed as an essential part of the experience. This was illustrated by a comment from a secondary DHT.

"It's a very profound experience doing the Columba 1400, so I can't think of any other professional development or in-service course that's had as much of, I would say, a fundamental impact as Columba 1400".

5.70 In terms of how the programme fitted with existing certified CPD, such as the SQH, where an opinion was expressed, when discussing outcome from the programme, it was seen as complementing such training and adding value.

• In summary, therefore, the Columba 1400 programme was a unique, powerful and valuable experience, very different from previous CPD experience of participating HTs and DHTs.

SUMMARY OF FINDINGS FROM THE PRE AND POST COLUMBA INTERVIEWS

5.71 The pre Columba, first stage interviews revealed that:

• Attitudes to educational leadership and HT/DHT perceived roles were very varied. There were some conflicts expressed on the nature of enterprise, entrepreneurial activity, creativity and their roles as HT/DHT. There was more consistency on views for aims and objectives for their schools and pupils, but this was tempered by some resentment of the perceived imposition of educational policies by the Executive.
• School management structures were considered to be effective, but this did vary dependent on school and there was perhaps surprisingly little identification with a management team leadership approach. The effects of changes introduced post McCrone had still to be absorbed, but the introduction of business managers (for those that had these posts) were viewed positively.
• Attitudes to managing staff were largely "interventionist" with importance given to pay and rewards for the motivation of their staff, although the vocational nature of teaching and the identification with the school and its role in the local community were important motivations for staff.
• External factors on pupils' learning were perceived to be important in determining their educational achievements. However, the extent to which HT/DHT felt that they could mitigate and overcome this varied and this was not necessarily related to local area economic status.
• Attitudes to the DtS programme were largely positive, but the experience and the development of innovative enterprise activities were limited. There were plans for the development of enterprise activities and to embed enterprise into the curriculum, but these were limited by resources and time. In addition, there was a lack of a network of links with local businesses, in some cases, that would permit forward planning to meet Enterprise in Education objectives.
• Expectations of the Columba 1400 programme were shrouded in uncertainty and some mystery. Positive outcomes were expected in terms of reflection on personal goals. There was little connection seen between the programme and Enterprise in Education at this stage.

5.72 The post Columba second stage interviews revealed that:

• There were diverse impacts of the Columba 1400 in the way that HTs and DHTs perceived their roles as leaders, managers and in their personal aims and objectives, in some cases, causing deep, fundamental reflection and re-appraisal in their role as HT/DHT. There were smaller and more superficial effects on personal aims and with the development of links with the local community and businesses.
• The HTLA programme participants (HT and DHTs) were able to provide examples of changes in practice and the use of skills and management competencies in their schools which were developed in the Columba programme. These examples included non-directive coaching, delegation of responsibilities and a greater confidence and awareness of their leadership role and style.
• The Columba programme had created greater resolution to overcome barriers, a greater individual focus for participating HT/DHTs on their leadership and management approaches and practices. We comment that, in principle, this should provide a mechanism for achieving some of the objectives of DtS. However, there may be additional resources or work required to develop strong links between schools and the business community.
• There were some differences in the perceived connection by respondents on the Columba HTLA and the E in E programme. It may be over time that this connection will become more apparent, but the immediate and direct impacts of the HTLA are focused on individual HT and DHT reappraisal of their management and leadership styles and practices.
• The most important sessions from the Columba programme, and the most valuable for participants, were the intensive coaching sessions, the opportunity for personal reflection and the interactive group sessions. Less valued were the psychometric profiling and the large group 'coracle' sessions. Also very valuable, but intangible, was the learning from the peer group interaction and sharing of experience which would vary with each HTLA.
• Finally, in comparison to the experience of other CPD by participants, the Columba 1400 programme was a unique, powerful and valuable learning experience and very different from previous CPD experience of participating HTs and DHTs.

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